Chapter XVII.-Friedrich Froebel. (1783-1852.) Difficulty in understanding Froebel Froebel wandering without rest Froebel's last years. Prussian edict against him. Author's attitude towards Reformers ... ... ... ... ... ... ... ... ... ... From indefinite to definite: concrete to abstract... The Individual and the Race. Empirical beginning Against "telling." Effect of bad teaching Learning should be pleasurable... ... Should learning be made interesting? Difference between theory and practice Importance of Herbert Spencer's work ... ... ... ... ... ... Dr. Arnold's historical primer ... A Macaulay, not Mangnall, wanted ... ... Influence through the Sixth. Day schools wanted Teaching religion in England and Germany Religious teaching connected with worship ... ... Reaction not felt in schools and the Universities... Comenius begins science of education ... ... ... I EFFECTS OF THE RENASCENCE. §1. The history of education, much as it has been hitherto neglected, especially in England, must have a great future before it. If we ignore the Past we cannot understand the Present, or forecast the Future. In this book I am going to speak of Reformers or Innovators who aimed at changing what was handed down to them; but the Radical can no more escape from the Past, than the Conservative Can stereotype it. It acts not by attraction only, but no less by repulsion. There have been thinkers in latter times who have announced themselves as the executioners of the Past aud laboured to destroy all it has bequeathed to us. They have raised the ferocious cry, "Vive la destruction ! Vive la mort! Place à l'avenir ! Hurrah for destruction! Hurrah for death! Make room for the world that is to be!" But their very hatred of the Past has brought them under the influence of it. "Do just the opposite of what has been done and you will do right," said Rousseau; and this rule of negation would make the Past regulate the Present and the Future no less than its opposite, "Do always what is usual." If we cannot get free from the Past in the domain of thought, still less can we in action. Custom is to all our |